%0 Journal Article
%T On the Conceptualization of the Concept Map Limit the Case of Mathematics Students
%J Technology of Education Journal (TEJ)
%I Shahid Rajaee Teacher Training University
%Z 2008-0441
%A Hadian, M.
%A Eslampour, M.J.
%A Reyhani, E.
%D 2014
%\ 09/23/2014
%V 8
%N 4
%P 259-268
%! On the Conceptualization of the Concept Map Limit the Case of Mathematics Students
%K Structure Identification
%K Conceptual Scheme
%K Evaluation
%K Limit’s Concept and Mathematic Teachers
%R 10.22061/tej.2014.11
%X In new teaching-learning approaches, it is emphasized in meaningful learning versus rote learning .So assessment and evaluation as an inseparable part of the educational process should also be altered to suit the new educational approaches. One of the new tools for assessment and evaluation of conceptual knowledge is conceptual scheme. Conceptual scheme contains concepts or phrases that are set in a circle or other geometric shapes and lines connecting with the significant relationship together. Conceptual scheme is a useful tool for education, curriculum development, assessment and evaluation of learning. In this study, using the conceptual scheme, understanding of 25 third-year students who major in mathematics teacher in the Shahid Rajaee Teacher Training University was evaluated about limit concept. After familiarizing students with the conceptual scheme in three stages, students come with software to draw a conceptual scheme of “limit” individually and in groups. The findings show that misunderstanding and errors was reduced at each stage compared to a previous stage. Width and length relations get closer, more, and more complex respectively. Some misunderstanding of students that were identified in this way includes: (2) Definition of limit to a point where some students thought that the point should be in the function domain. (2)Some of them knew “limit’ ’for sequence divergence. (3)All asymptotic have not stated using the limit. Identify the misunderstanding of students using the traditional tools of evaluation was not possible. Moreover, according to the standard connections in learning, the relationship represents a deeper conceptual understanding of the concept when relations increase. The results can provide a basis for revision of assessment methods and improving the quality of educational designin.
%U https://jte.sru.ac.ir/article_11_3f3a07ae15898c8af1a622fb8363cc43.pdf